运用合作模拟的可持续健康教育培养护生的知识、态度和技能：一项随机对照研究

IF 4.2 2区医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Nurse Education Today Pub Date : 2025-03-20 DOI:10.1016/j.nedt.2025.106706

Nagihan İlaslan , Nuray Şahin Orak

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引用次数: 0

摘要

背景本研究通过前后测试设计的短期研究，证明了可持续健康教育在提高护生知识和态度方面的有效性。然而，有必要研究学生的知识和态度的长期保留，以及他们在实现可持续医疗保健方面的技能，从医疗保健资源的使用到处置，通过模拟提供实践学习经验。目的通过对比自主学习对护理本科学生可持续护理知识、态度和技能的影响，探讨合作模拟可持续健康教育对护理本科学生可持续护理知识、态度和技能的影响。本随机对照实验研究采用随访前-随访后设计，已在ClinicalTrials.gov注册，编号NCT05504421。该研究是在一所州立大学的护理学院进行的。研究对象为70名三年级护生。方法：在以叙述为基础的讲座中解释护理中的可持续性，学生被随机分为两个研究组；干预组使用基于合作学习的NurSusToolkit项目案例，对照组使用连续4周的自主学习。然后，两组都进行了以可持续医疗为重点的高保真模拟实践。采用《护理可持续性态度调查》、《可持续性保健知识表》、《技能检查表》和《述职表》收集数据。采用IBM SPSS Statistics version 23软件对定量数据进行t检验、Friedman检验、Fisher’s Exact检验、类内相关系数和Cohen Kappa计算。定性数据通过归纳方法进行分析。获得了伦理批准和官方许可。学生们填写了知情同意书。结果在后测中，两组患者在可持续护理知识（U = 557.5, p = 0.503）、护理动机（U = 514.5, p = 0.237）和护理态度（U = 610, p = 0.976）方面差异无统计学意义。在随访测试中，干预组的可持续护理知识（U = 221.500）、护理动机（U = 282.500）和护理态度（U = 191）显著高于干预组(p <；0.001)。在模拟实践中，干预组护理相关废弃物的正确分离率较高(观察者1和2的干预组分别为77.77%，对照组分别为0%和11.11%,Cohen Kappa = 0.898, p <；0.001)。在问询中，干预组要求更多的模拟实践（33.33%）来获得可持续的护理技能，而对照组则没有。结论采用合作模拟的可持续医疗保健教育能使未来护士引领向气候智慧型和可持续护理的转变，具有长期效果。

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Sustainable healthcare education using cooperative simulation in developing nursing students' knowledge, attitude and skills: A randomized controlled study

Background

The effectiveness of sustainable healthcare education in improving nursing students' knowledge and attitudes has been demonstrated through short-term studies with pre-post test design. However, there is a need to study long-term retention of students' knowledge and attitudes, also their skills in achieving sustainable healthcare from the use to disposal of healthcare resources by providing a hands-on learning experience via simulation.

Aim

This study investigated the effects of sustainable healthcare education using cooperative simulation on nursing baccalaureate students' sustainable nursing knowledge, attitude and skills by comparing the self-directed learning.

Design

This randomized controlled experimental study with pre-post-follow up design was registered under ClinicalTrials.gov with number NCT05504421.

Settings

The study was conducted at a nursing faculty in a state university.

Participants

The study sample comprised 70 third grade nursing students.

Methods

Following narrative-based lectures explaining sustainability in nursing, students were randomly assigned to two study groups; an intervention group using cooperative learning-based NurSusToolkit Project cases and the control group using self-directed learning throughout 4 consecutive weeks. Both groups then performed a high-fidelity simulation practice focusing on sustainable healthcare. Data were collected using the Sustainability Attitudes in Nursing Survey, Sustainable Healthcare Knowledge Form, Skill Checklist and Debriefing Form. Quantitative data were analyzed using t-tests, Friedman test, Fisher's Exact test, intraclass correlation coefficients and Cohen Kappa calculations in IBM SPSS Statistics version 23 software. Qualitative data were analyzed via an inductive approach. Ethical approval and official permission were obtained. The students completed informed consent forms.

Results

In the post-test, no significant differences were determined between the groups in terms of sustainable nursing knowledge (U = 557.5, p = 0.503), motivation (U = 514.5, p = 0.237) and attitudes (U = 610, p = 0.976). In the follow-up test, the sustainable nursing knowledge (U = 221.500), motivation (U = 282.500) and attitudes (U = 191) were significantly higher in the intervention group (p < 0.001). In the simulation practice, the intervention group had higher rates of correct separation of nursing care-related waste (intervention group = 77.77 % for both observers, the control group was 0 % and 11.11 % for observer 1 and 2, respectively, Cohen Kappa = 0.898, p < 0.001). In the debriefing, the intervention group requested more simulation practices (33.33 %) to acquire sustainable nursing skills, while the control group did not.

Conclusions

Sustainable healthcare education using cooperative simulation that has long-term effects can enable future nurses to lead the shift towards climate-smart and sustainable nursing care.

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来源期刊

Nurse Education Today 医学-护理

CiteScore

6.90

自引率

12.80%

发文量

349

审稿时长

58 days

期刊介绍： Nurse Education Today is the leading international journal providing a forum for the publication of high quality original research, review and debate in the discussion of nursing, midwifery and interprofessional health care education, publishing papers which contribute to the advancement of educational theory and pedagogy that support the evidence-based practice for educationalists worldwide. The journal stimulates and values critical scholarly debate on issues that have strategic relevance for leaders of health care education. The journal publishes the highest quality scholarly contributions reflecting the diversity of people, health and education systems worldwide, by publishing research that employs rigorous methodology as well as by publishing papers that highlight the theoretical underpinnings of education and systems globally. The journal will publish papers that show depth, rigour, originality and high standards of presentation, in particular, work that is original, analytical and constructively critical of both previous work and current initiatives. Authors are invited to submit original research, systematic and scholarly reviews, and critical papers which will stimulate debate on research, policy, theory or philosophy of nursing and related health care education, and which will meet and develop the journal''s high academic and ethical standards.